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Integrating New Technologies in the Classroom
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MULTIMEDIA & TECHNOLOGY Applying new technologies in the classroom.
MARIA ESTELA ACEYTUNOBALTAZAR 3rd. Edition 2011
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The text: Maria Estela Aceytuno Baltazar
This edition: EDICIONES MEAB Guatemala, 1022 Tel: 53592908 Fax: 24233234 [email protected] www.edicionesmeab.com http://www.wix.com/estelamrp/coliovidanueva First edition:Julio de 2000 Second edition: July 2003 Third edition: August 2010 First printed: March 2010 Second printed: April 2011 ISBN: 98-98768833-98 Printed in Guatemala Guatemala, Centro América.
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I am a student at the Universidad Mariano Gálvez de Guatemala, and now I am in the 4th semester of Licenciatura en la Enseñanza del Idioma Inglés con Énfasis en Tecnología, this Project was created thinking in all the positives things that we as teachers can reach by using technology in our classrooms and by creating innovation and good interactive teaching and learning class. I am working at school ITED and in this place I am applying a lot of the content of this book because it helps me to create interesting classes for my students and they enjoy them because of the use of technology.
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CONTENT PAGE
About the author 2
Prologue 6
Introduction 7
Multimedia projects 8
3 stages process for multimedia projects 8
Pre-production 9
Production 12
Post-production 12
Multimedia Project in schools, industry, magazines, reports, newspaper, and commercials
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School projects 13
Industry projects 14
Critic´s Circle 15
Technology and Multimedia 21
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Education options 23
Implementing the 7 Principles in Technology
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Visual cues 28
Some important programs that support teaching with multimedia
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Glossary 31
Bibliography 32
E-graphy 33
Conclusion 34
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This book contains 7 topics, each one of the topics contains subtopics, the first topic is about multimedia projects and its three stages of process, the second talks about some multimedia projects that can be develop in the school, industry and etc. The third topic is about the critics circle project and each one of the parts of this one. Fourth topic is the technology and multimedia, the fifth topic is about the 7 principles of a good practice in technology, the sixth topic is about visual cues and the uses of them, and finally some importance programs that support teaching with multimedia such as: flash, PowerPoint, prezi, wix and etc.
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There are serious doubts about whether in schools where the student acquires the knowledge and skills that are necessary to function in the society. Formal education is not even the area where the student receives more information. The media seems to have taken the place of school and family as the main agents of socialization. This, of vital importance in education, has produced for three main reasons, first because of the ubiquity of media such as radio and television that have invaded virtually every household in the developed and developing, in Second, the playful character of the media and their languages, which have been filed related to fun and entertainment, and finally because the school has not been or could not be echoed in the new forms of code, and file structures information prevailing at present and that the development of information technology and communication have made possible. That´s is the principal reasons of the creation of this book, to give orientation and some ideas to teachers and students.
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MULTIMDIA PROJECTS
Nowadays the educators in elementary schools, middle schools and high schools could help their students to create or use multimedia projects.
The most important thing here is to integrate multimedia projects in our classroom curricula because in this way we can help our students to achieve their goals, some of those goals include improving higher-order thinking skills, working group, learning content , the organization of representations of knowledge.
Student should decide what kind of information to include in the project, because they should present the correct pieces of information by doing or using appropriate text, graphics, images, audio and video and also apply the use of links in order to match another kind of content.
It gives to the students the opportunity to learn in a significant way, they should organize the information linearly, in a single sequence from the beginning to the end.
It also involves links that join different pieces of text and they are called:
HYPERTEXT
HYPERMEDIA
HYPERTEXT
Hypertext is text which contains links to other texts.
HYPERMEDIA
An extension to hypertext that supports linking graphics, sound, and video elements in addition to text elements.
It allows students to use links and look more relations and organize the information, because it also helps students to learn and practice several methods for using hypermedia links and to organize the information.
3 STAGES PROCESS FOR MULTIMEDIA PROJECTS
Multimedia projects with a well thought out three-stages process involving:
Pre-Production Production
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Post-Production
PRE-PRODUCTION
The Idea
The first questions we should ask is "why" do we want to develop a multimedia project?
Is multimedia the best option? Would a print product be more effective? Is the idea marketable?
Project Goals
The project needs to accomplish. The goals have to be measurable. Who is your project for?
Age Gender Educational background Socioeconomic level Ethnic background Language Profession Expectations
Project Concept
The principal idea is born after several circles of brainstorming.
Delivery Medium
What is the medium in which our audience is going to reach our project?
CD-ROM Disks The web Intranet Computer kiosks
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Authoring Tools
The authoring tool to be use in the project is the vehicle for match or integrates all pieces such as:
Text Graphics Animation Sound Video
Planning
It is a factor that determines the success and failure of the project, so we determine:
What building blocks go into your multimedia project How long will each task take How much will the product cost Who is going to do the work
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Resource Organization: It is formed by categories or groups, in this organization comes the interface, that leads the user to the information.
Flowcharting: The flowchart is a visual summary of the content each link represents a display or control that must be created.
Orientation: The opening screens are the graphic and verbal directions to enable the user to find his way around the content.
Navigation: The flowchart is the roadmap, and the navigation is the signposts. Remember, the shortest path between two points is a straight
line.
Defining Screen Action: The screen or interface action directs how the interface responds to the user.
Designing Interface Controls: In this step, the interface controls for each portion of the project are designed. The functionality is analyzed and
evaluated individually and as a whole throughout the product.
Storyboards: it brings together all the elements with the controls and depicts the sequence of the action.
Interface Layouts: Each object on the screen serves a purpose and communicates a visual message about the content to the user. The goal
is to keep users oriented and draw them into the product.
Creating Interface Elements: It is using a variety of methods and tools. These components may include images, graphics, text, video, sound, and
animation.
Creating Access Controls: They should be self-explanatory and contribute to the overall screen design. Controls can be buttons, icons, images, or
text.
Integrating Media Elements: The authoring tool is used to put together and blend all the media elements into a cohesive whole.
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PRODUCTION
POST-PRODUCTION
Scriptwriting: It is the text; transitions, audio
narrations, voice-overs, and video are written.
Editing: All the scripts, interfaces, and text content
are edited for clarity, grammar, and consistency.
Shooting New Images: Plan the who, what, where,
when, and how much, then schedule the photo shoot. Copyright, permission, and ownership guidelines need
to be kept in mind.
Creating Original Art: Illustrations, graphics, buttons, and icons are
produced using the prototype screens as a
guide.
Digitizing Art: it is a generated art as well as
digitized art must be use; number of colors, palettes, resolution, format, and size
are addressed.
3-D Modeling and Animation: The 3-D artwork
is created, rendered, and then prepared for use in the
authoring tool.
Shooting and Digitizing Video: The edited scripts are
used to plan the identify location, performers, time
schedules and budget.
Recording and Digitizing Audio: they are used to plan the budget, performers and time schedules after which
the recording session is scheduled.
Proofreading: proofreader reviews all video and audio against the edited scripts.
Quality Control: The final step checks the overall
content functionality and usability of the project.
Testing and Debugging: The product is tested on multiple computers and monitors.
Mastering: Mastering can be as simple as writing a CD-ROM or floppy disk.
Archiving: The original files, including audio, video, and the native software formats, are archived for future upgrades or revisions.
Duplication: The duplicates are created from the original and packaged accordingly.
Distribution: The final step in the process is distributing your multimedia project.
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•Student websites, present an effective way to assess student knowledge because they incorporate a variety of skill sets. It can be done either individually or as a group; also, it can require students to write, create, visualize and organize, as well as build their computer programming skills
Website Projects
•Newer digital video cameras (Flip camera) are extremely portable and cost-efficient. They can allow students to easily create documentaries, movies, newscasts and more. Like website projects, video-based assessments require students to utilize their writing, editing and organizational skills.
Digital video projects
•More schools are requiring their students to incorporate Powerpoints into their class presentations. Providing students the opportunity to create Powerpoints in school will help them become more successful and prepared for college-level academic requirements. By these presentations, students can learn how to write concisely, incorporate graphic organizers, charts and graphs, and confidence through public speaking.
Powerpoint or Keynote Presentations
Multimedia Project in schools, industry, magazines, reports, newspaper, and
commercials
School Projects
Nowadys digital world, school students must have the opportunity to learn how to design, create and present a host of multimedia projects. Today's students must be proficient, have advanced knowledge related to a variety multimedia outlets, including websites, podcasts, digital video projects, and presentation software such as Powerpoint and others. Likewise, to teach effectively, teachers must develop assessments related to the creation of these types of projects. At some points, students might be searching for multimedia ideas for a classroom project, or ways to assess students' knowledge, etc. Examples of school´s projects:
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Industry Projects
The development of online and multimedia materials is to support a wide range of knowledge construction activities including collaborative learning in industries, corporate training, research collections and tools as well as an extensive portfolio of online undergraduate and postgraduate course materials.
RePAH
Research Portals in the Arts and Humanities (RePAH) set out to discover the behaviour and needs of researchers in the Arts and Humanities in respect of portals, inlcuding information about information discovery strategies, awareness and attitudes, user activity and responses to future portal developments
Photographs Exhibited in Britain 1839-1865
An Arts and Humanities Research Board funded project to create an online database of over twenty thousand exhibition records transcribed from 46 catalogues, citing works submitted by over a thousand photographers
Three Centuries of Transport
A New Opportunities Fund project to create online museums research and learning resources based on archive records of early canals, railways and aviation, including the Bridgewater Canal, the building of the Manchester Ship Canal, the building of the London Extension of the Great Central Railway and the history of British aviation development at Filton and Patchway in South Gloucestershire from 1910 to the present.
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CRITICS´CIRCLE GROUP CREATE THEIR CRITICS´ CIRCLE
Select a movie and divide the class into groups of five students each.
Each group begins by holding a roundtable discussion of the movie in which everyone gets a chance to be heard.
Their icons are arranges around a critics ´circle, these icons are not merely pictures on the computer screen; they are actually button objects that tell the computer`s audio adapter to start recording, stop recording, or play back what the critic recorded.
AUDIO USE EACH PROJECT
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Teachers, staff, parents, and other students play the role of users of the group´s completed project.
ROLE PLAY IN CRITICS´CIRCLE PROJECT
Teacher selects projects, executes four-step process, and facilitates creation. Students create projects in groups, playing the role of critic, image and icon
specialists, and analyst. Users enjoy and evaluate the projects. Support staff assists the teacher in setting up equipment and installing
templates.
INTERNAL VIEW OF CRITCS´CIRCLE
Uses an appropriate selection of different media for different purposes. It uses voice, drawings, and images to present informal information that captures each critic´s emotion and mood. The definition of this project prescribes the roles for the respective media.
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THEORY
The major goals help students meet appear. Meeting such goals can represent an important cognitive and interpersonal experience.
This project requires a team effort resulting in a presentation in front of the whole class, including and selecting a subset of the group members „views that represent a complete spectrum of opinion and are individually and collectively interesting and engaging.
The project gives the group and opportunity to use multiple media to express, analyze, and possibly reconcile the opinions.
You would probably select critics‟ Circle because of the higher-order thinking skills, interpersonal skills, or content material learning that it can promote.
GOALS OF CRITICS´CIRCLE PROJECT
Higher-order thinking skills
Formulating viewpoints Choosing among different viewpoints Analyzing and meaningfully communicating
contradictory opinions Synthesizing and composing a concise summary Articulating and refining an oral statement Imagination and empathy Role playing to cover a range of opinions
Group and interpersonal skills
Recognizing a spectrum Working successfully in a group Noting what different people react
Content material learning
Expository writing Deeper understanding of tensions Dramatic and production values Content of movie or other subject discussed
Technical skills Recording voice Creating and recording images Linking to provide coherent and logical organization Express opinion in text, graphics and speech Crating expressive graphic icons Modifying a template
Current curriculum standards call for attention to the different kinds of communication skills, the project requires students to go through a process that includes brainstorming, exposition with feedback, writing, editing, and publishing or performance.
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PRACTICE
It shows how to prepare, assigning, creating and reflecting on this project:
PROCESS STEPS FOR CRITICS´CIRCLE PROJECT
STEP ONE TEACHER PREPARES
Select goals Determine group working Select items required Define characteristics
STEP TWO TEACHER ASSIGNS PROJECT
Announce topic, educational goals Present organizing principle Divide sources of images Suggest subtasks Allot time for completion
STEP THREE STUDENTS CREATE PROJECT
Brainstorm Select the three critics Rehearse stating the opinions Record each critic`s opinion Design icons Put in each critics image Analyze the arguments and write the summary Assemble and test the complete project
STEP FOUR REFLECTION
Student do self-evaluation Teachers reflect on the project Review any public performances Conduct class evaluation
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I selected the topic three weeks ago, I determined the groups in which the
students worked and also I defined the characteristic of the project it was called MURAL NEWS.
I announced the topic, it contained educational goals for my students, I presented them the organizing principles of the project, they divided the sources and suggest each other subtasks such as use a lot of the elements of a real newspaper for example humor, jokes, sports, technology, healthy and other interesting sections, and one that I really enjoyed was the section of interviews because they did it with all the teachers of the school.
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Students shared information, suggestion and ideas about the project, they also did critics of the ideas of the other groups, they gave their points of view and they also analyzed the arguments and wrote news or commentaries.
Students evaluate themselves, I did reflections on the project and as a group of class we evaluated and did a lot of commentaries about the project of each group.
It was the result of the project, some students decided to use a lot of kind of paper and colors but there were other that just used one color and burn the edges of the paper giving them an effect of an ancient news, in the case of the picture to your right it was a group of electronic students and they did this using big
letter that contained light inside them of a lot of colors that gives them a beautiful effect and it was one best for me because of their creativity, because they integrated a lot of projects that they realized in other subject.
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Technology and Multimedia
What Is Multimedia and Technology?
Multimedia technology integrates in interactive computer elements, such as graphics, text, video, sound and animation, to deliver a message.
Multimedia can be used in teaching in a variety of creative and interesting ways. Applications include teacher presentations, student projects, and discovery learning. While teachers are stimulated to develop their own resources, many excellent instructive multimedia products are also available.
Once evolving original multimedia applications, teachers should be conscious of copyright subjects and infringements, particularly when incorporating video, images, and sound from other sources.
Multimedia technology applies communicating computer elements, such as
graphics, text, video, sound and animation, to bring a message. If you have a ability
(ability, skill, talent) for computer work and are interested in digital media, read on
to discover vocation and education opportunities existing in this growing specialty.
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Multimedia resources and learning environments can minimally be considered the
grouping of print and images, but commonly involve streaming video, music,
instant messaging, or interactive online features.
These applications are attractive more mainstreamed as computers and Internet
networks are upgraded in schools, libraries and homes.
Multimedia Technology Defined
Multimedia technology refers to communicating, computer-based applications that
let people to join ideas and information with digital and print elements.
Professionals in the field use computer software to develop and manage online
graphics and content. The work that media technology authorities produce is used
in various mediums, such as training programs, Web pages and news sites.
Career Opportunities
There are a many engagement opportunities for multimedia technology
professionals in a variation of industries. Anything that needs to be connected to an
audience can have digital and print images, text or animation to catch the
attention and deliver the note. You might find a position in marketing or
advertising. You may be employed in publishing and be responsible for managing,
designing or producing multimedia content for websites, newspapers and
magazines. Possible career choices include:
Web developer
Graphic artist
Digital photographer
Instructional designer
Production assistant
Desktop publisher
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Education Options
We can imagine learning how to use computer programs and make interactive
performances or materials. You may be skilled to use website development
software like Cascading Style Sheet or the Adobe suite, which includes Photoshop,
Flash, Illustrator and Dreamweaver. You may also learn design techniques using
multimedia technology and be stimulated to develop your own creative style and
make personal works of digital art. Multimedia technology courses typically include:
Interactive media
Website design fundamentals
Electronic imaging
Introductory photography
Animation
Multimedia programming
Graphic design
Digital editing
The future of multimedia technology is reliant on upon the evolution of the hardware. As
storage devices get faster and larger, multimedia systems will be able to enlarge, and
increased use of DVD should result in improved quality.
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The frequent contact with the class is an important factor in student motivation and involvement. Teacher´s contact helps students get through rough times and keep on working.
Communication technologies increase access to all members, help them share useful resources, and provide for joint problem solving and shared learning can usefully augment face-to-face contact in and outside of class meetings.
Electronic mail, computer conferencing, and the World Wide Web increase opportunities for students and faculty to converse and exchange work much more speedily than before, and more thoughtfully and “safely” than when confronting each other in a classroom or faculty office.
Implementing the 7 Principles in Technology The Seven Principles of Good Practice were created in 1987; original communication
and information technologies have become main resources for teaching and learning in
education. If the control of the new technologies is to be fully realized, they should be
working in ways consistent with the Seven Principles.
1. Practice Encourages Contacts between Students and Teacher
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Learning is enhanced when it is more like a team effort than a solo race. Good learning, like
good work, is collaborative and social, not competitive and isolated. Working with others
often increases involvement in learning. Sharing one‟s ideas and responding to others‟ improves
thinking and deepens understanding.
Study groups, collaborative learning, group problem solving, and discussion of assignments can all be dramatically strengthened through
communication tools given by technology.
The extent to which computer-based tools encourage spontaneous student collaboration
was one of the earliest surprises about computers. A clear advantage of email is that it opens up communication among classmates even when they are not physically together.
This kind of “collaborative learning” would be all but impossible without
the presence of the multimedia.
2. Good Practice Develops Reciprocity and Cooperation among Students
3. Good Practice Uses Active Learning Techniques
a. Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives.
a. The range of technologies that encourage active learning is staggering. Many fall into one of three categories: i. Tools and resources for learning by doing ii. Time-delayed exchange, and iii. Real-time conversation.
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Teachers can use technology to
provide critical observations for a
beginner.
Computers also have a growing role in
recording and analyzing personal and professional
performances.
Simulations.
E-mail for supporting person-to-person
feedback,
4. Good Practice Gives Prompt Feedback
5. Good Practice Emphasizes Time on Task
Applying realistic amounts of time means effective learning for students and effective
teaching.
•New technologies can dramatically improve time on task for students. Technology also can increase time on task by making studying more efficient. Teaching strategies that help students learn at home. Time efficiency also increases when interactions between teacher and students, and among students, fit busy work and home schedules.
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• Expect more and you will get it. High expectations are important for everyone, and for the bright and well motivated people. Expecting students to perform well becomes a self-fulfilling prophecy.
• New technologies can communicate high expectations explicitly and efficiently. Significant real-life problems, simulations and others can set powerful learning challenges that drive students to not only acquire information but sharpen their cognitive skills of analysis, synthesis, application, and evaluation.
•With technology, criteria for evaluating products and performances can be more clearly articulated by the teacher, or generated collaboratively with students. General criteria can be illustrated with samples of excellent, average and faulty performance. These samples can be shared and modified easily. They provide a basis for peer evaluation, so learning teams can help everyone succeed.
6. Good Practice Communicates High Expectations
7. Good Practice Respects Diverse Talents and Ways of Learning
Many roads lead to learning. Different students have different talents and styles for learning. Students
need opportunities to show their talents and learn in ways that work for them.
Technological resources can ask for different methods of learning through powerful visuals and well-organized print; through direct, explicit, and virtual experiences; and through tasks
requiring analysis, synthesis, and evaluation, with applications to real-life situations.
They can drive collaboration and group problem solving. Technologies can help students learn in ways they find most
effective and broaden their repertories for learning.
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VISUAL CUES
Visual cues help people to understand spoken words.
VISUAL SIGN POSTS
The arrangement and presentation of text and images can aid or hinder effective communication.
One key aspect of print design is providing visual signposts or visual cues that let readers know where they are and where they are going.
SOFTWARE PROGRAMS
Various software programs use visual Cues to provide user instructions. Changing the of the mouse pointer is a common way of showing the user that another Function is available. Once users have learned the meanings of the different visual cues, they don‟t need to consul ta verbal explanation of the function.
Signispoting breaks up text and images into readable, easy to follow blocks or panels of information.
Photos and captions Clip art Charts and graphic Elaborate initial caps
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TITLES
Nameplate/title pages Headlines Secondary heading, including kickers, decks, and subheads.
PARAGRAPH EMPHASIS AND ORGANIZATION
Solid blocks of unbroken text are difficult to read. Text is made more readable by breaking up the text and using visual indicators to show where paragraphs start and end.
CHARACTER EMPHASIS
Using bold or italics text is one common method of letting the readers know what information is especially, important or noteworthy.
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SOME IMPORTANT PROGRMS THAT SUPPORT TEACHING WITH
MULTIMEDIA
Flash is a program that we can use or apply in our classrooms because it is a tool that can help us create or make animations in some presentations that we want to present inorder to teach
to our students, it also allows to createk presentations like magazines, simulations and etc.
PowerPoint uses a graphical approach to presentations in the form of slide shows that accompany the oral delivery of the topic. This program is widely used in business and
classrooms and is an effective tool when used for training purposes.
Blogs are usually maintained by an individual with regular entries of commentary, descriptions of events, or other material such as graphics or
video. Entries are commonly displayed in reverse-chronological order. Blog can also be used as a verb, meaning to maintain or add content to
a blog.
Most blogs are interactive, allowing visitors to leave comments and even message each other via widgets on the blogs and it is this interactivity
that distinguishes them from other static websites
A webquest is an assignment which asks students to use the World Wide Web to learn about and/or synthesize their knowledge a specific topic. A “true” webquest, as originally designed by Bernie Dodge and Tom March,
requires synthesis of the new knowledge by accomplishing a “task,” often to solve a hypothetical problem or address
a real-world issue
Teachers and some school systems in the worldwide since kindergarten to university are increasingly wmploying
Prezi to augment and enhace their pedagogy. there is a significant academic reseach into Prezi´s ability to
facilitate different learning styles. In higher education learning, Prezi is used to present complext thoughts, narratives or other
visualinformation.
Wix is an oline Flash development studio that uses a drag and drop interface to allow people without any
knowledge of Flash to quickly and easily create flash websites. Teachers can create their webpage here in wix and then they can show to their students how is it used.
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Multimedia: a combination of pictures, sound, and words, used esp. in
computers or entertainment Download: to copy programs or information to a computer, usually over the
Internet Hypermedia: a system in which various forms of information, as data, text,
graphics, video, and audio, are linked together by a hypertext program. Critic: a person whose job is to give an opinion about books, movies, or music
and theater performances Brainstorm: to suggest a lot of ideas for a future activity very quickly before
considering some of them more carefully Reflection: something that shows, expresses, or is a sign of something.
Skills: a special ability to do something
Desktop: designed to be used on or at a desk, and not carried around
Interactive: involving communication between people or reactions between
things that work together
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Kremer, Michael (1993). "Population Growth and Technological Change: One Million B.C. to 1990". Quarterly Journal of Economics (The MIT Press) 108 (3): 681–716. doi:10.2307/2118405. http://jstor.org/stable/2118405.
Frank Popper (2007) From Technological to Virtual Art, Leonardo Books, MIT Press Charlie Gere (2005) Art, Time and Technology: Histories of the Disappearing Body, Berg Ambrose, Stanley H. (2001-03-02) (PDF). Paleolithic Technology and Human Evolution.
Science. http://www3.isrl.uiuc.edu/~junwang4/langev/localcopy/pdf/ambrose01science.pdf. Retrieved 2007-03-10.
Kevin Kelly. What Technology Wants. New York, Viking Press, October 14, 2010, hardcover, 416 pages. ISBN 9780670022151
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http://es.wikipedia.org/wiki/Multimedia http://sites.google.com/site/filjoseph22/3-stages-for-multimedia-projects http://wiki.answers.com/Q/List_the_stages_in_multimedia_production http://encyclopedia.jrank.org/articles/pages/6821/Multimedia-in-Education.html http://www.eda.kent.ac.uk/undergraduate/ug_multimedia.aspx
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As conclusion it was created in order to help teachers and students to create innovative and interesting teaching and learning environments by using multimedia, but in this case we can called TIC, it was created in order to teach or show some of several elements that can be integrated during the process of learning and teaching.
Students and teachers are the principal actors of this process because of the implementation or use of new technologies.
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